2026-2027 Community Schools Implementation Plan

As a second-year Community School in the Engaging phase, Coliseum Street Elementary continued building foundational systems centered on relationship-building, stakeholder engagement, and shared understanding of community needs. Through surveys, meetings, interviews, and collaboration with SSC, ELAC, LSLC, and CSIT, the school strengthened opportunities for family, staff, and student voice while using data to reflect on priorities and areas for growth. During the implementation year, Whole Child indicators, attendance trends, SPSA priorities, School Experience Survey (SES) results, and stakeholder feedback were used to guide reflection and action planning. Chronic absenteeism decreased from 43% to 29.6%, reflecting the impact of attendance supports, targeted outreach, and increased student and family engagement efforts. Recent SES data reflected continued strengths in family engagement, relationships, communication, and student voice, while also identifying ongoing areas for growth related to staff morale, collaborative leadership, and consistency of stakeholder participation in decision-making processes.

Communication, Family Engagement, and Shared Leadership

●      Conversations and stakeholder feedback informed improvements in communication, including the development of a weekly bilingual school newsletter launched in November to increase accessibility of information for families. These efforts reflect a shift toward more intentional, data-informed engagement and lay the foundation for expanded shared decision-making.

●      An initial Parent Leadership Group was formed in October to strengthen family engagement and gather feedback connected to school priorities. While the group was not sustained consistently, the effort resulted in increased engagement from several families.

●      One bilingual parent leader strengthened her involvement through participation in CSIT and LSLC, co-development of the weekly family newsletter, and attendance at district events as a parent representative for Coliseum Street Elementary.

●      Families continued engaging through Coffee with the Principal meetings, SSC, ELAC, surveys, workshops, and school events designed to increase accessibility, transparency, and participation in school initiatives and decision-making.

●      Additional family engagement was supported through culturally relevant student opportunities, including the creation of the Coliseum drill team in March through T-Grant funding coordinated by the Community School Representative. The program created additional opportunities for student participation and increased engagement from several Black families through school events and activities.

●      CSIT continued serving as a space for implementation reflection, stakeholder input, and ongoing discussion connected to Community Schools priorities, while LSLC continued serving as the school’s primary shared decision-making body.

School Climate, Inclusion, and Staff Capacity-Building

●      Existing Leader in Me structures continued serving as part of the foundation for PBIS, calming corners in classrooms, and relationship-centered practices.

●      Student voice continued developing through leadership opportunities, morning announcements, student-led activities, and use of the Leader in Me Measurable Results Assessment (MRA). MRA data reflected growth in areas connected to school goals, leadership, and student well-being, helping inform reflection and continuous improvement conversations.

●      The school continued strengthening PBIS implementation and long-term school climate systems that support student leadership, positive school culture, and inclusive practices, with ongoing goals toward achieving PBIS Gold recognition.

●      Staff professional development and schoolwide activities promoted inclusivity and affirmed student identity through observances such as Hispanic Heritage, Black History Month, Women’s History Month, AANHPI Heritage Month, LGBTQ+ awareness learning, inclusive texts, and student-led announcements.

●      Staff participation in Joyful Disruption professional learning increased during the year; however, many staff members have not yet completed JD 2.0, and schoolwide consistency related to EGI implementation and integration remained relatively unchanged.

Community-Based Learning and PBL

●      Following staff input and a democratic voting process, the Defined Learning platform was adopted, and a PBL Champion was secured to support implementation.

●      Collaboration and planning structures supported teachers in beginning early PBL implementation across several classrooms.

●      Student PBL projects were showcased during the 2nd Annual Community Schools PBL Showcase, as well as during the school’s Open House and Science Fair, providing opportunities for students to share learning connected to real-world experiences.

●      Staff feedback also reflected ongoing challenges balancing PBL implementation alongside the instructional demands of CKLA and other curriculum expectations.

●      Expanding teacher capacity, sustainability, and instructional alignment connected to Community-Based Learning will remain ongoing areas of focus.

Community Partnerships and Student Supports

●      Existing partnerships continued supporting student wellness, enrichment, attendance, and school engagement efforts throughout the implementation year.

●      This year, the Community School Coordinator (CSC) was intentional in beginning conversations with T-Funded partnerships through one-on-one conversations, check-ins, and surveys to better understand partner capacity, communication, and alignment with school priorities and student needs.

●      A new partnership was established with Citizens and Friends of Trinidad and Tobago (CFTT), a nonprofit organization representing the Caribbean community, which provided clothing donations and essential items to support students through the school clothing closet.

●      The partnership helped address basic student needs connected to school participation and well-being, and CFTT will continue supporting efforts to replenish the school clothing closet moving forward.

Ongoing Areas for Growth

●      Strengthening consistency of stakeholder engagement and participation

●      Increasing collaborative leadership and shared ownership structures

●      Improving staff morale and participation in decision-making processes

●      Strengthening consistency of EGI implementation and integration

●      Expanding sustainable Community-Based Learning practices across classrooms

●      Continuing alignment between partnerships, school priorities, and identified student and family needs

Moving forward, the school will continue using stakeholder feedback, survey data, and collaborative reflection processes to strengthen alignment across Community Schools priorities and implementation efforts.

As Coliseum Street Elementary moves further into implementation, the school is building on the Needs and Assets Assessment conducted during the planning year by deepening both the reach and consistency of engagement across the school community. During the 2025–26 implementation year, data from Whole Child indicators, attendance trends, SPSA priorities, School Experience Survey results, and stakeholder feedback were used to guide action and monitor progress. Chronic absenteeism steadily decreased from 43% to 29.6%, reflecting the impact of coordinated systems, including the attendance team, targeted outreach, and student and family engagement efforts. Recent School Experience Survey data also reflected continued strengths in family engagement, communication, and student voice, while identifying ongoing areas for growth related to collaborative leadership, staff morale, and stakeholder participation in decision-making. While these outcomes demonstrate meaningful progress, they also highlight the importance of strengthening consistency in engagement, reflection, and shared ownership across stakeholder groups.

During implementation, administrators, certificated staff, and classified staff were engaged through meetings, surveys, and data discussions; however, participation was uneven. School Experience Survey data identified collaborative leadership and staff participation in decision-making as continued areas for growth, reinforcing the need for stronger systems that support staff voice, communication, and shared ownership. Moving forward, the school will establish quarterly staff feedback cycles centered on the Capacity-Building Strategies, along with more structured data discussions, empathy interviews, and collaborative planning spaces to increase participation and strengthen staff engagement across all groups.

Student voice was incorporated through leadership opportunities and the Leader in Me Measurable Results Assessment (MRA), which provides age-appropriate survey data for students in grades 3–5. School Experience Survey and MRA data reflected growth in student voice and leadership opportunities during the current year. To deepen this work, the school will administer the MRA in both the fall and spring to strengthen data cycles and will expand opportunities for student input through classroom discussions, student forums, enrichment opportunities, and leadership activities connected to school culture and decision-making.

Family engagement showed continued strengths through the Parent Leadership Group, where families reviewed School Experience Survey data and participated in root cause analysis, leading to improved communication efforts such as the school newsletter. School Experience Survey data also reflected strong family participation, communication, and feelings of inclusion in school activities and decision-making. To expand participation and accessibility, the school will provide workshops connected to the Leader in Me framework, i-Ready, school initiatives, and volunteer development so families can more meaningfully engage in schoolwide learning and feedback processes. Additional engagement opportunities will include focus groups, listening sessions, SSC and ELAC structures, Coffee with the Principal meetings, and informal relationship-centered spaces designed to increase accessibility and participation.

Community partners were engaged through one-on-one conversations, partnership surveys, and initial data discussions to assess alignment between services and student needs. Moving forward, partners will be engaged more consistently through quarterly partnership meetings, ongoing communication, and reflection sessions focused on attendance, engagement, wellness, and school climate priorities. The school will also strengthen the role of CSIT through consistent monthly meetings focused on implementation, reflection, and coordination of Community Schools priorities, while LSLC will continue serving as the school’s primary shared decision-making body.

To ensure historically marginalized students and families are meaningfully engaged, Coliseum will continue expanding multilingual communication, offering flexible meeting formats and times, and using relationship-based outreach strategies that reduce barriers and build trust. Efforts will include increasing language access beyond English and Spanish and creating culturally responsive engagement opportunities that reflect the identities and experiences of the school community.

Moving forward, input from all stakeholder groups will continue to be intentionally synthesized through CSIT and other leadership structures to identify shared priorities and strengthen alignment across Community Schools efforts. This next phase will continue strengthening the Needs and Assets Assessment as an ongoing cycle of listening, reflection, and action that more fully centers the voices, experiences, and priorities of the entire school community.

During the 2026–27 school year, Coliseum Street Elementary will focus on strengthening educators' understanding of Community-Based Learning (CBL) by building knowledge of students, families, and community contexts alongside the instructional foundations that support culturally responsive and engaging learning experiences. This work aligns with the school’s broader priorities of improving student engagement, strengthening belonging, increasing student voice, and expanding authentic learning opportunities through relationship-centered practices.

To support this work, educators will participate in professional learning connected to the core principles of Community-Based Learning, including culturally sustaining pedagogy, funds of knowledge, student voice, and community-connected instruction. Professional learning will build on existing EGI and Joyful Disruption work to strengthen shared understanding of equitable and culturally responsive instructional practices. Teachers participating in early CBL implementation will also engage in collaborative planning opportunities supported through Defined Learning, PBL planning structures, T-Fund-supported planning opportunities, and ongoing reflection aligned to the EGI rubric.

Educators will deepen understanding of students and families through activities such as student interest surveys, classroom discussions, reflection activities, and family engagement opportunities that highlight community strengths, cultural assets, and lived experiences. Staff will also begin incorporating community contexts and real-world connections into standards-aligned learning experiences, particularly in ELA and Math, to strengthen relevance, engagement, and student ownership of learning.

Family and community engagement will support this process through opportunities for families, partners, and local organizations to share experiences, perspectives, and resources that inform classroom learning and strengthen school-community connections. Student voice will continue to be elevated through leadership opportunities, project-based learning experiences, classroom collaboration structures, and reflection activities that allow students to share interests, questions, and community concerns connected to their lived experiences and school community.

Through these action steps, Coliseum will continue building educator readiness, instructional coherence, and shared understanding of Community-Based Learning while increasing opportunities for engaging, culturally relevant, and community-connected learning experiences across grade levels.

Describe SSC: SSC reviews and approves schoolwide plans, budgets, and SPSA goals while incorporating stakeholder feedback and student achievement data into school planning processes.

Describe ELAC: ELAC provides input on programs and services that support multilingual learners and family engagement while advising on schoolwide priorities connected to attendance and student achievement.

Describe CSIT: CSIT supports implementation, reflection, coordination, and continuous improvement of Community Schools priorities through stakeholder collaboration and data discussions.

Describe LSLC: LSLC serves as the school’s primary shared decision-making body and supports collaborative planning, schoolwide communication, and alignment of school priorities.

Describe any other local governance structures at the school

Student Council: Student Council provides opportunities for student leadership, voice, and participation in school culture and schoolwide activities. Students support leadership initiatives, school events, peer engagement activities, and opportunities for student feedback connected to school climate and community-building efforts.

Susannah Yorke-Washington

Principal/Co-Chair of LSLC

Kershunda Ballomy

UTLA Chapter Chair/LSLC Co-Chair/Special Education Teacher

Melissa Meikle

Community Schools Coordinator

Cheryl Fabien

Title I Coordinator

Jennifer Hammer

GATE Coordinator/ LSLC Member

Mendoza

Literacy Interventionist

Bridgette Blue

Numeracy Interventionist

Katherine Boonstra

 LSLC Member-Secretary/Transitional Kinder Teacher

Linda Herrera

Teacher/CSIT Member/PBL Champion

Christopher Sanco

Attendance Counselor/CSIT Member/ Attendance Team

Dillingham/Tyson

Psychiatric Social Worker

Dr. Amber Wilton

2nd Grade teacher/ Testing Coordinator/CAP/Robotics

Ameenah Gamble

Community School Community Representative/CSIT Member

Coliseum Street Elementary is approaching sustainability by focusing on relationship-building, leadership development, staff capacity, and systems that can continue beyond the life of the implementation grant. Rather than relying solely on grant-funded support, the school is working to strengthen internal structures, collaboration, and shared ownership so Community Schools practices become integrated into the school culture and daily operations.

A key area of sustainability is developing leadership capacity among staff, families, and students. The school will continue strengthening the Community School Implementation Team (CSIT), Parent Leadership Group, and student leadership opportunities to increase representation, participation, and shared ownership of Community Schools priorities and schoolwide decision-making. Staff capacity for Community-Based Learning and relationship-centered practices will also continue developing through ongoing collaboration, Defined Learning implementation, EGI-aligned instructional practices, wellness-focused reflection opportunities, and the development of teacher leaders, including emerging Community-Based Learning Champions.

As part of sustaining school culture and climate efforts, Coliseum Street Elementary will continue strengthening systems aligned to PBIS and Leader in Me implementation to support a positive, relationship-centered learning environment for students and staff. Building on the school’s PBIS Silver recognition, future efforts will focus on increasing consistency across Tier 1 practices, strengthening restorative and relationship-centered approaches, expanding student leadership opportunities, and improving stakeholder perceptions connected to school climate, belonging, communication, and collaboration. These efforts support the school’s broader commitment to continuous improvement, staff wellness, and sustainable systems that promote positive school culture over time, including continued growth toward Gold-level PBIS implementation.

Family engagement sustainability will focus on increasing family understanding of school systems, student learning, and volunteer opportunities through workshops connected to Leader in Me, i-Ready, and school programs and partnerships. Volunteer training and leadership development opportunities will help families build confidence, strengthen participation, and increase understanding of how to support schoolwide efforts over time.

The school is also working to strengthen long-term partnership alignment by deepening relationships with community organizations that support student wellness, enrichment, attendance, engagement, and culturally responsive learning opportunities. Partners will continue participating in collaborative planning, reflection conversations, and data discussions to better align resources and services with identified student and family needs.

In addition, the school will continue using data-informed reflection processes, including Whole Child indicators, attendance data, School Experience Survey results, MRA data, and stakeholder feedback, to monitor progress and guide sustainability planning. Through these combined efforts, Coliseum aims to build systems, leadership structures, and collaborative relationships that strengthen shared ownership and sustain Community Schools work beyond the grant period.

At Coliseum Street Elementary, strategic community partnerships are an important component of the school’s Community Schools vision and are aligned to priorities identified through the Needs and Assets Assessment process, including student engagement, attendance improvement, school climate, wellness, academic support, and authentic family engagement. The school’s Community Schools vision centers on creating a relationship-centered and inclusive school community where shared leadership, culturally responsive practices, integrated supports, and aligned partnerships work together to strengthen student engagement, belonging, and overall well-being. Partnerships are intended to support the Whole Child by connecting students and families to culturally responsive opportunities, relationship-centered supports, enrichment opportunities, and engaging learning experiences.

Current partnerships support multiple areas of the school community. Academic and mentoring support are provided through partnerships such as City Year and College Bound 4 Kids (BSAP), which support student engagement, intervention, relationship-building, leadership development, and academic enrichment. Wellness and enrichment opportunities are supported through organizations such as CF Fitness/Psychomotor and Enrich LA, which provide physical wellness and garden-based learning opportunities that strengthen belonging and student engagement. Instructional and leadership capacity-building is supported through partnerships such as Defined Learning, which supports Community- and Project-Based Learning implementation, All For One Project, which provides teacher mentorship and instructional support, and Leader in Me, which contributes to PBIS implementation and student leadership development. Brennan Cassidy also supports daily supervision and school climate efforts. Together, these partnerships contribute to expanded student supports, increased engagement opportunities, and stronger alignment between schoolwide priorities and student services.

As the school moves into the next phase of implementation, partnerships will continue strengthening through more intentional alignment, communication, reflection, and continuous improvement processes. Partners will engage through CSIT, collaboration meetings, and ongoing reflection conversations focused on school priorities, student needs, service alignment, and stakeholder feedback. Feedback from students, families, staff, and partners, gathered through surveys, focus groups, leadership discussions, School Experience Survey data, and collaborative leadership structures, will continue guiding adjustments to partnership supports and helping ensure services remain responsive to the evolving needs of the school community.

Looking ahead, Coliseum Street Elementary will continue strengthening partnerships connected to academic support, wellness, attendance improvement, multilingual family engagement, enrichment opportunities, and culturally responsive student and family support. Through continued collaboration, shared reflection, and relationship-building, the school is working to ensure that community partners function as active collaborators in supporting a more inclusive, responsive, and sustainable Community Schools model.